Wellbeing

At St Robert’s we have developed a comprehensive whole-school social and emotional learning program based on

The Resilience Project, The Berry Street Education Model, and Restorative Practice. 

 

The Resilience Project

At St Robert’s we use The Resilience Project as a whole school wellbeing program.

The Resilience Project uses practical, evidence-based mental health strategies to build resilience and happiness. 

 

During weekly wellbeing lessons, students learn the benefits of Gratitude, Empathy, and Mindfulness. These lessons also incorporate Emotional Literacy, Connection, and Physical Health education and activities as they are foundational contributors to positive mental health.

 

EI Pulse Year 3-6

This year we have begun using EI Pulse software to help us track the wellbeing of our students. EI Pulse is a fun and easy 60-second weekly check-in that encourages students to reflect on their mental, social, and physical wellbeing by answering evidence-based questions. It also provides students with a safe and accessible way to reach out for help. 

 

Mental Health in Primary Schools Program

In 2024, we are continuing to participate in the Mental Health in Primary School program run through the Department of Education in partnership with the Melbourne Graduate School of Education and Murdoch Children’s Research Institute. The aim is to build the capability of the whole school about mental health and wellbeing, provide support to staff to better identify and support students with mental health needs, establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress.

 

Berry Street 

The Berry Street Education Model provides strategies that enable teachers to increase engagement of students and help them to develop self-regulation, relationships, wellbeing, growth and academic achievement.

 

The five domains of the Berry Street Education Model correspond with child-development capacities that each student must build in order to be ‘ready to learn’. When considering how to best meet the needs of students, we focus on building self-regulatory ability, relational capacity and then nurture willingness to engage in learning.

 

Restorative Conversations

Restorative conversations are used by St Robert’s staff when speaking to students about behaviour and incidents. Restorative conversations allow the teacher to demonstrate empathy, teach children how to resolve conflict, and most importantly, allow students to have a voice.